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AUTHOR Emotionally Disturbed. Volume 1: Identification And DOCUMENT RESUME ED 229 948 EC 151 957 AUTHOR Noel, Margaret M., Ed.; Haring, Norris G., Ed. TITLE Progress or Change: Issues in Educating the Emotionally Disturbed. Volume 1: Identification and Program Planning. INSTITUTION Washington Univ., Seattle. Program Development Assistance System. SPONS AGENCY Office of Special Education and Rehabilitative Services (ED), Washington, DC. Div. of Innovation and Development. PUB DATE Sep 82 CONTRACT 300-79-0062 NOTE 172p.; For a related document, see EC 151 958. PUB TYPE Books (010) -- Viewpoints (120) Information Analyses (070) EDRS PRICE MF01/PC07 Plus Postage. DESCRIPTORS *Administrative Problems; Agency Cooperation; *Behavior Disorders; *Definitions; Delivery Systems; Educational History; Elementary Secondary Education; *Emotional Disturbances; Evaluation Methods; *Handicap Identification; Program Development; Student Evaluation; Student Placement ABSTRACT Seven papers focus on issues in identification and educational program planning for children with emotional disturbances. "Social Policy Issues in Special Education and Related Services for 'Emotionally Disturbed Children and Youth" (J. Kauffman), touches on problems with the federal definition of and terminology about the emotionally disturbed and suggests possible reasons for inadequate services to this population. Two major areas (conceptual and procedural) relating to the assessment of mild behavior disorders in children are examined in "Assessment of Behavior Disorgaers in the School Setting: Issues, Problems, and Strategies" by H. Walker. Biophysical, psychodynamic, behavioral, sociological, and ecological perspectives in assessment are considered, and a 9-step model is proposed by B. Algozzine ("Assessment of Severe Behavior Disorders"). S. Braaten presents "A Model for the Differential Assessmet and Placement of Emotionally Disturbed Students in Special Education Programs," in which data are assigned priority ratings to convey the extent of the student's disturbing behavior. N. Haring reviews historical developments in "Perspectives on the Development'of Educational Programs for the Emotionally Disturbed." Interprofessional and interagency collaboration are among the major topics considered in "Cooperative Full Service Delivery to Emotionally Disturbed Students" by F. Wood. Eligibility, placement, discipline (suspension, expulsion, corporal punishment), and related services are covered in "Administrative Issues in Educating Emotionally Disturbed Students in the Public Schools" by B. Tilley, J. Gross, and L. Cog.(CL) U.S. DEPARTMENT OF EDUCATION NATIONAL INSTITUTEOF EDUCATION EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) CI This document has been reproducedas received from theperson or organization originating it. L. Minor changes have been made toimprove reproduction quality. Points of view or opinions stated in this docu- ment do not necessarily represent official NIE position or policy. Progress or Change; PDAS Program Development Issues in Educating the Assistance System University of Washington Emotionaliy Disturbed Volume 1: Identification and Program Planning arclaret M. riarrcl criG. Harrq 'enes Edlor Norris G. Haring, Principal Investigator Margaret M. Noel, Project Coordinator Donna Z. Mirkes, Productio. Editor Leslie A. Wright, Graphics Judith C. Christner, Cover Design Ina-Marie J. Ostendorf, Proofreader This document was produced under contract number 300-79-0062 from the United States Education Pepartment, Special Education Programs, Division of Innovation kind Developnwnt. Program Development Branch. The opinions expressed herein do not necessary reflect the position or policy of the United States Education Department, and no official endorsement of U.S.E.D. should be inferred. Printed in the United States of America. September 1982 Contents Contributors vi Preface vii Part 1: Identification and Assessment Social Policy Issues in Special Education and Related 1 Services for Emotionally Disturbed Children and Youth James M. Kauffman Assessment of Behavior Disorders in the School 11 Setting: Issues, Problems, and Strategies Hill M. Walker Assessment of Severe Behavior Disorders 43 Bob Algozzine A Model for the Differential Assessment and 61 Placement of Emotionally Disturbed Students in Special Education Programs Sheldon Braaten Part 2*: Planning Public School Programs Perspectives on the Development of Educational 97 Programs for the Emotionally Disturbed Norris G. Haring Cooperative Full Service Delivery to Emotionally 115 Disturbed Students Frank H. Wood Administrative Issues in Educating Emotionally 135 Disturbed Students in the Public Schools Bill K. Tilley Jerry C. Gross Linda S. Cox Contributors Bob Algozzine,CollegeofEducation,UniversityofFlorida, Gainsville, FL 32611 Sheldon Braaten, 1153 Benton Way, St. Paul, MN 55112 Norris G. Haring, College of Education, University of Washington, . Seattle, WA 98195 James M. Kauffman, Department of Special EducatioR, University of Virginia, Charlottesville, VA 22903 Linda S. Cox, Department of Special Education, Seattle Public Schools, Seattle, WA 98109 Jerry C. Gross, Departalent of Special Education, Long Beach Public Schools, Long Beach, CA 90801 Bill K. Tilley, Department of Special Education, Seattle Public Schools, Seattle, WA 98109 Hill M. Walker, Division of Special Education and Rehabilitation, University of Oregon, Eugene, OR 97403 Frar.k H. Wood, College of Education, Special Education Programs, Department of Psychoeducational Studies, Minneapolis; MN 55455 Margaret M. Noel, The Institute for the Study of Exceptional Children and Youth, University of Maryland, College Park, MD 20742 5 Preface Margaret M. Noel Norris G. Haring Providing suitable educational facilities for emotionally disturbed chil- dren has historically been a problem. These children have presented an anomaly for educators, challenging the categorical distinctions of the .ed- ucational classification system. In the past, emotionally disturbed chil- dren were considered beyond the services of public education, ill-suited for the mediated programs of more severely handicapped students, yet too disruptive for placement in the regular classroom. They have been an underserved population, referred for clinical treatment of their emotional conflicts, often at thp expense of their education. In the last two-and-a-half decades, the availability of educational facili- ties for this group has increased. Based on the premise that ". what is good for educational progress is also good for social and emotional growth" (Haring & Phillips, 1962, p. 2), educational programs became the basic "therapy" provided to these students. Rather than establish clinical remediation of behavioral problems as an antecedent to educa- tion, the classroom combined a positive supportive environment with the incentives afforded by academic progress. In addition, to an increase in the sheer numbers of programs, the past 25 years have also seen the emer- gence of several strong conceptual or theoretical approaches to educating the emotionally disturbed, Out of these models have come a number of important precepts that have influenced the development of educational service programs. These include the concept of structure and the effec- 6 tiveness of direct behavioral intervention as ;Well as a recognition of the importance of the student's family and the total ecology or environment. The past 25 years of research and development have resulted in a large body of literature as well as the establishment of a separate, albeit not necessarily distinct, field within special education. For, despite the amount of work that has been done, special education for the emotionally disturbed has conInstently been plagued with certain problems. Chief among these is the very definition of "emotional disturbance." Clearly apparent throughout the chapters in this monograph as well as in the pro- fessional literature is the uncertainty and outright confusion ovet what constitutes emotional disturbance and which students can be classified as such. This confusion is evident in the terms used to describe these stu- dentsterms such as "seriously emotionally disturbed," "behavior dis- ordered," and "emotionally impaired." These definitional problems, with the attendant difficulties in identification, clearly seem to be the greatest impediment to full educational programming for these students. Recently, the defintional problems have been compounded by proposed changes in the regulations governing PL 94-142. If approved, these regu- lations will remove the exclusion of -socially maladjusted" from the fed- eral definition of "Seriously Emotionally Disturbed." Initial reactions from program administrators has been concern over which students now will be eligible for service, Despite the terminology and the concerns regarding eligibility, all profes- sionals fully recognize that the needs of these students as well as the problems faced by the educational systems that must develop -programs are real. In fact, the conceptualization of what WEIS originally to be one monograph grew out of. ihe concerns expressed by "grass roots" people teachers and program administrators;who work with the emotionally disturbed. Their concerns, which were echoed in the professional litera- ture, focused on two major areas First and foremost were the problems of identification and assessment; assessment for deciding eligibility for ser- vices as' well as for developing meaningful educational programs that ad- dress sodal and emotional needs as well as academics. Following
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